Constructive Guidance and Discipline: Preschool and Primary Education

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For courses in Classroom Management for Young Children, Guiding Young Children, and Managing Behaviors of Young Children.As one of the most respected texts in the field, this book provides information about helping children become happy, responsible, and productive people. Using the recommendations and research of Jean Piaget, Alfred Adler, and Carl Rogers, the author's share their personal convictions about what is best for young children, rather than merely presenting an impartial overview of various approaches. The book provides a clear understanding of childhood development and developmentally appropriate practices as they relate to the causes of children's behavior.

PART 1 Discipline Foundations

3

(68)

Thinking About Guidance and Discipline

4

(18)

Defining Discipline

5

(2)

High Stakes

6

(1)

The Goals of Discipline

7

(3)

Long-Term Goals

7

(1)

Self-Concept and Self-Esteem

7

(1)

Self-Discipline

7

(1)

Moral Autonomy

8

(1)

Long-Term versus Quick-Fix Solutions

9

(1)

Discipline Models Compared

10

(10)

Discipline Theory Terms

10

(2)

Discipline Goals Compared

12

(1)

Differences in Discipline Forms

12

(1)

Differences in Results

13

(1)

Family Concern: Shouldn't They Learn to Obey?

13

(1)

Teaching for Moral Autonomy: The Constructivist Approach

13

(1)

Mutual Respect

14

(1)

Helping Children Understand

14

(2)

Guiding Choices

16

(1)

Treating the Cause Rather than the Symptom

17

(1)

Observing to Discover the Cause

17

(3)

Conclusion

20

(1)

For Further Thought

21

(1)

Recommended Readings

21

(1)

Physical and Emotional Development Affect Child Behavior

22

(24)

Related Physical Development Issues

23

(3)

Need to Move Around

23

(1)

Small-Muscle Coordination Takes Time

24

(1)

Needs for Food and Rest

25

(1)

Emotional Development and Guidance

26

(17)

Temperament

27

(2)

Developmental Stages

29

(8)

Trust versus Mistrust

Autonomy versus Shame

Initiative versus Guilt

Industry versus Inferiority

Families and Attachment

37

(1)

Teachers and Attachment

38

(1)

Human Needs

38

(2)

Power

Attention

Acceptance

Motives of Misbehavior

40

(1)

Emotion Regulation

41

(1)

Behavior Problems

Helping Children Develop Emotional Competence

42

(1)

Conclusion

43

(1)

For Further Thought

44

(1)

Recommended Readings

45

(1)

Intellectual and Social Development Affect Discipline

46

(25)

Intellectual Development and Behavior

47

(7)

Young Children's Thinking Is Different

48

(1)

Breaking Rules

48

(2)

Being Selfish

50

(1)

Lying and Stealing

51

(1)

Schoolwork Problems

52

(2)

Social Skills and Guidance

54

(11)

Constructing Knowledge for Social Skills

55

(1)

How Children Develop Social Competence

56

(1)

Learning How to Enter Play

57

(3)

Encouraging Friendships

60

(1)

Learning Perspective-Taking

60

(2)

Learning Conflict Resolution

62

(1)

The Teacher as Coach

63

(1)

Issues to Discuss with Families

64

(1)

Accommodating Individual Differences

65

(3)

Cultural Differences

65

(2)

Socioeconomic Differences

67

(1)

Gender and Brain Development

67

(1)

Conclusion

68

(1)

For Further Thought

69

(1)

Recommended Readings

69

(2)

PART 2 Discipline Approaches

71

(148)

Creating Environments That Prevent Discipline Problems

72

(26)

The Emotional Environment

73

(17)

Relationships

73

(3)

Teacher-Child Relationships

Children's Relationships with Peers

Family-School Relationships

Mutual Respect

76

(2)

Respectful Communication

Respecting Children's Needs

Respecting Differences

78

(3)

Including Children with Special Needs

Children's Emotional Needs

81

(6)

Friendship

Recognition

Success

Choice

Positive Teacher Expectations

87

(1)

Clear Guidelines

88

(2)

Class Meetings

The Physical Environment

90

(6)

Analyzing for Consistency

91

(2)

Studying Traffic Patterns

93

(1)

Allowing for Movement

93

(2)

Providing for Privacy

95

(1)

Conclusion

96

(1)

For Further Thought

96

(1)

Recommended Readings

97

(1)

Planning Programs That Prevent Discipline Problems

98

(24)

Making Learning Meaningful

99

(12)

Relevance and Interest

99

(2)

Integrated Curriculum

101

(3)

Real Experiences and Real Materials

104

(2)

Active Learning

106

(1)

The Role of Play

107

(1)

Using Time Wisely

108

(1)

Three Kinds of Knowledge

109

(2)

Organizational Strategies

111

(8)

Routines

111

(1)

Making Transitions

112

(3)

Group Time

115

(2)

Waiting a Turn

117

(1)

Family Involvement

118

(1)

Conclusion

119

(1)

For Further Thought

119

(1)

Recommended Readings

120

(2)

Teaching Desirable Behavior Through Example

122

(22)

Interaction Style

123

(1)

Expressing Feelings

124

(2)

Letting It Show

124

(1)

Apologizing

125

(1)

Children's Literature

126

(1)

Accepting Feelings

126

(4)

Use Your Words

127

(1)

Acknowledging and Listening

128

(1)

Gender and Emotions

129

(1)

Cultural Differences

129

(1)

Caring for Others

130

(3)

Modeling Acceptance

130

(1)

Modeling Kindness

131

(2)

Taking Risks

133

(2)

Why Bother?

133

(1)

How to Do It?

133

(1)

Relation to Academics

134

(1)

Taking Responsibility

135

(3)

Helping with Clean-up

135

(1)

Keeping Your Promises

136

(1)

Independent Use of Materials

137

(1)

Following the Rules

138

(1)

Keeping Safe

138

(1)

Effective Role Models

139

(1)

Someone Similar

139

(1)

Someone to Be Like

139

(1)

Models of Violence

140

(2)

Working with Families to Combat Media Violence

141

(1)

Curriculum Programs That Provide Examples

142

(1)

Conclusion

142

(1)

For Further Thought

143

(1)

Recommended Readings

143

(1)

Effective Discipline Through Effective Communication

144

(22)

Why Children Don't Listen

145

(3)

Criticizing and Lecturing

146

(1)

Giving Orders

146

(1)

Inauthentic Communication

147

(1)

Talking to Children Respectfully

148

(3)

Relationships

149

(1)

Misconceptions

150

(1)

Effectiveness

150

(1)

Teaching Children to Use ``I Messages''

151

(1)

Being a Good Listener

151

(12)

Not Listening

152

(1)

Talking Instead of Listening

152

(1)

Passive Listening

153

(1)

Reflective Listening

153

(1)

Cautions about Reflective Listening

154

(2)

Feeling Awkward or Phony

Children's Communication

Helping Children Resolve Conflicts

156

(1)

Consistency in Schools

157

(1)

Everyone Wins

157

(1)

Conflict Resolution Programs

158

(1)

Identifying the Problem

158

(1)

Brainstorming Solutions

159

(1)

Evaluating Solutions and Making a Choice

160

(1)

Implementing the Plan

160

(1)

Evaluating the Plan

161

(1)

Saving Time

161

(1)

Independent Problem Solvers

161

(2)

Family and Community

163

(1)

Conclusion

164

(1)

For Further Thought

164

(1)

Recommended Readings

165

(1)

Helping Children Understand and Accept Limits

166

(18)

Natural Consequences

168

(2)

Avoiding Overprotection

169

(1)

The Inevitable Does Happen

170

(1)

Related Consequences

170

(3)

Reciprocity

171

(1)

Exclusion

171

(1)

Deprivation

172

(1)

Restitution

172

(1)

Combining with Other Teaching

173

(1)

Consequences or Punishment?

173

(2)

Use Consequences with Caution

174

(1)

Plan Ahead

174

(1)

Watch Your Attitude

175

(1)

Selecting Reasonable Consequences

175

(3)

Clear Teaching Goals

176

(1)

Careful Thought

177

(1)

Clear Relationships

178

(1)

Using Consequences

178

(4)

Family Situations as a Model

180

(1)

Allowing Consequences to Happen

180

(1)

Helping Children Make Connections

181

(1)

Combining Approaches

182

(1)

Conclusion

182

(1)

For Further Thought

183

(1)

Recommended Readings

183

(1)

Controlling Behavior Externally

184

(20)

Behavior Modification

185

(4)

Don't Let It Backfire

185

(2)

Reinforcement Theory

187

(2)

Rewards

Punishment

Reinforcement Schedules

Is Behavior Modification the Approach for You?

189

(4)

Autonomy Destroyed

189

(1)

Self-Discipline Limited

190

(1)

Performance Decreased

190

(1)

Ignores Cause of Problems

191

(1)

Relationships Damaged

192

(1)

Intrinsic Motivation Destroyed

192

(1)

Necessary Motivation

193

(1)

Common Forms of Behavior Modification

194

(7)

Rewards and Punishment

194

(1)

Time-Out

195

(2)

Assertive Discipline

197

(1)

Praise: A Verbal Reward

198

(2)

Giving Encouragement Instead

200

(1)

Encouragement as Effective Communication

201

(1)

Conclusion

201

(1)

For Further Thought

202

(1)

Recommended Readings

202

(2)

Punishment Versus Discipline

204

(15)

Results of Punishment

205

(7)

Anger and Aggression

205

(2)

Damaged Relationships

207

(1)

Damage to Self-Esteem

207

(2)

Fear

209

(1)

Missed Opportunity for Learning

209

(1)

Lack of Critical Thinking

210

(1)

Lack of Inner Controls

211

(1)

Deceitfulness

211

(1)

Why Punishment Is Used

212

(1)

Adult Stress

212

(4)

Misconceptions

213

(1)

Lack of Discipline Skills

214

(1)

Family and Societal Norms

215

(1)

Conclusion

216

(1)

For Further Thought

216

(1)

Recommended Readings

217

(2)

PART 3 Matching Discipline Causes to Discipline Approaches

219

(111)

Immaturity

220

(22)

Physical Immaturity

221

(6)

Inability to Sit Still

221

(2)

Immature Coordination

223

(2)

Other Physical Limitations

225

(2)

Undeveloped Communication Ability

227

(1)

Undeveloped Emotion Regulation

228

(3)

Coaching Emotion Regulation

228

(2)

Emotion Regulation Curriculum

230

(1)

Undeveloped Social Skills

231

(3)

Egocentrism

234

(3)

Other Immature Perceptions

237

(2)

Lying

237

(1)

Stealing

238

(1)

Cheating

238

(1)

Family Involvement

239

(1)

Conclusion

239

(1)

For Further Thought

240

(1)

Recommended Readings

240

(2)

Unmet Needs

242

(18)

Differing Needs

243

(1)

Privacy Needs

244

(1)

Power Needs

245

(2)

Ownership Needs

247

(1)

Attention Needs

247

(3)

Needs for Success and Challenge

250

(1)

Need for Security

251

(3)

Predictability

251

(3)

Starting School

Predictable Limits

Teacher Continuity

Need for Love and Acceptance

254

(4)

Family Histories

254

(1)

Teacher Attachment

254

(1)

Reasonable Expectations

255

(2)

Changing Attitudes

Peer Acceptance

257

(1)

Conclusion

258

(1)

For Further Thought

258

(1)

Recommended Readings

259

(1)

Children Experiencing Disabilities

260

(28)

Eileen Hughes

Philosophy and Values

262

(2)

The Social Environment

264

(15)

Peer Interaction

264

(1)

Perspective-Taking

265

(3)

Recognition and Strengths

268

(2)

Friendship

270

(3)

Attention-Deficit Hyperactivity Disorder

273

(1)

Resistant Behaviors

273

(1)

The Physical Setting

274

(1)

Seating Arrangements

275

(2)

Organization, Activity Areas, and Material Selection

277

(2)

Organizational Strategies

279

(1)

Routines

279

(1)

Transitions

279

(1)

Rules and Limits

280

(2)

Classroom Instructions

280

(2)

Teacher Collaboration

282

(2)

Relationships with Families

284

(1)

Conclusion

285

(1)

For Further Thought

285

(1)

Recommended Readings

286

(2)

Special Emotional Needs

288

(24)

Lory Britain

Sierra Freeman

Risk Factors

290

(1)

The Effect of Experience on the Developing Brain

290

(1)

Behaviors

290

(1)

Observations

291

(2)

Therapeutic Approach: Strategies and Techniques

293

(1)

Classroom Culture

293

(13)

Principle One

294

(3)

Principle Two

297

(1)

Principle Three

298

(3)

Principle Four

301

(2)

Principle Five

303

(3)

Principle Six

306

(1)

Expanding the Teacher Role

306

(3)

Referrals and Teaming with Specialists

307

(1)

Reporting

308

(1)

Supervision, Professional Support and Development, and Self-Care

308

(1)

Conclusion

309

(1)

For Further Thought

309

(1)

Recommended Readings

310

(2)

Analyzing Discipline Problems

312

(18)

Keeping Goals in Mind

313

(1)

Finding the Cause of the Problem

313

(8)

Age-Typical Behavior

315

(1)

Inappropriate Adult Expectations

315

(1)

Missing Skills

316

(1)

Lack of Understanding

317

(1)

Mislearning

317

(1)

Unmet Emotional Needs

318

(1)

Serious Problems

319

(1)

Family Communication and Complexity of Causes

319

(2)

Matching Discipline Approaches to the Cause

321

(1)

An Example

321

(1)

Safety First

322

(1)

Evaluating Guidance Programs

322

(1)

Whose Problem Is It?

323

(3)

Your Problem

324

(1)

Solutions to Your Problem

324

(1)

The Child's Problem

325

(1)

Mutual Problems

326

(1)

Taking Time For Discipline

326

(2)

Time for Children to Learn

326

(1)

Time for Cool-Downs

327

(1)

Time for Adults to Plan

327

(1)

Families and Respect for Children

328

(1)

Conclusion

329

(1)

For Further Thought

329

(1)

Recommended Readings

329

(1)

Appendix A Action Guide for Media Violence and Children

330

(5)

Appendix B Curriculum Guidelines from the National Association for the Education of Young Children